126228 UE Specific Issues in EFL Teaching (2011W)
Beyond postmethod
Prüfungsimmanente Lehrveranstaltung
Labels
Keine Kurse in den Wochen 17.-21. sowie 24.-28. Oktober. Die Lehrveranstaltungen werden nachgeholt. Bitte halten Sie die folgenden Termine frei: 4./5. Nov., 11./12. Nov., 18./19. Nov.
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Fr 16.09.2011 00:00 bis So 25.09.2011 23:59
- Anmeldung von Do 29.09.2011 14:00 bis Di 04.10.2011 23:59
- Abmeldung bis Mo 31.10.2011 23:59
Details
max. 24 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
- Mittwoch 12.10. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 19.10. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 09.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 16.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 23.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 30.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 07.12. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 14.12. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 11.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 18.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Mittwoch 25.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
In a series of publications from 1992 onwards culminating in his book "Beyond Methods" (2003), Kumaravadivelu argues that there is no best teaching method and that language teaching in the postmethod era should be based on a set of macrostrategies 'particular' to a local context, 'practical' in the sense that they reflect the teacher's own preferred practice and pedagogic beliefs, and 'possible' in that their goal is to enable learners to fulfil their potential. Whilst there is wide acceptance of the postmethod hypothesis, Kumaravadivelu's macrostrategies do not specify what a teacher needs to do at the level of classroom practice. One consequence of the particularity/practicality aspects of the postmethod hypothesis has frequently been an endorsement of eclectic practices which may be internally incoherent. In this course, we will go beyond an acceptance of the postmethod condition and (1) try to establish a set of methodologically coherent principles to which Kumaravadivelu's macrostrategies and like theorizing can be related, and (2) consider how to translate these principles into effective classroom practice.
Art der Leistungskontrolle und erlaubte Hilfsmittel
Contribution to online discussion (15%); contribution to a class glossary of terms related to the postmethod condition (15%); creation of a personal methodology statement in the form of a web-page or part of a letter of application for a job (500 words; 20%); essay on one of the major methodological issues facing teachers (2,500 words; 50%).
Mindestanforderungen und Beurteilungsmaßstab
At the end of this course, you will be able to
- talk informatively about the postmethod condition
- assess the relevance of particular macrostrategies to your own future professional practice and teaching context
- construct a pedagogical position that reflects a principled view of what is 'practical' for the teacher and 'possible' for the learner
- turn your own methodological beliefs into effective classroom practice.
The wider aim of the course is to help you to see how to make decisions which enable you to teach in a way which is self-congruent and at the same time satisfies the demands of the institutional context in which you work.
- talk informatively about the postmethod condition
- assess the relevance of particular macrostrategies to your own future professional practice and teaching context
- construct a pedagogical position that reflects a principled view of what is 'practical' for the teacher and 'possible' for the learner
- turn your own methodological beliefs into effective classroom practice.
The wider aim of the course is to help you to see how to make decisions which enable you to teach in a way which is self-congruent and at the same time satisfies the demands of the institutional context in which you work.
Prüfungsstoff
Tutor-fronted sessions, student-led seminars, discussions, debates, workshops and experiential activities. There will be advance reading for some classes and follow-up reading for others. As well as engaging actively with the reading, you will be expected to formulate positions and argue over them in class.
Literatur
Readings will be made available. (It isn't necessary to buy Kumaravadivelu's book.)
Zuordnung im Vorlesungsverzeichnis
Studium: Diplom 343, UF 344, ME 812;
Code/Modul: Diplom 625/626, UF 4.2.1-623, ME3, ME5;
Lehrinhalt: 12-6230
Code/Modul: Diplom 625/626, UF 4.2.1-623, ME3, ME5;
Lehrinhalt: 12-6230
Letzte Änderung: Mo 07.09.2020 15:33